dc.creator | Luna Delgado, Diego | es |
dc.creator | Pineda Alfonso, José Antonio | es |
dc.creator | García Pérez, Francisco F. | es |
dc.creator | Leal da Costa, Conceição | es |
dc.date.accessioned | 2023-06-13T17:25:04Z | |
dc.date.available | 2023-06-13T17:25:04Z | |
dc.date.issued | 2022-07-14 | |
dc.identifier.citation | Luna Delgado, D., Pineda Alfonso, J.A., García Pérez, F.F. y Leal da Costa, C. (2022). Teacher uneasiness and workplace learning in social sciences: towards a critical inquiry from teachers' voices. Education Sciences, 12 (7), 486. https://doi.org/10.3390/educsci12070486. | |
dc.identifier.issn | 2227-7102 | es |
dc.identifier.uri | https://hdl.handle.net/11441/147189 | |
dc.description.abstract | The educational parameters of neoliberal schools have transformed traditional social
expectations about teachers. As some authors have suggested, “teacher uneasiness” is an appropriate
category of analysis to understand and interpret the effects that such expectations can have on
teachers’ professional identity. In this research, autoethnography was specifically chosen as an
investigative and, at the same time, formative modality, ideal for determining the way in which a
Social Sciences teacher in Spanish secondary education experiences his own uneasiness. According
to the information in the teacher/researcher’s diary, collected during fieldwork carried out over
two years, and processed by content analysis, this phenomenon can be generated by causes that
are still unnoticed in the existing literature. Specifically, we could identify up to four subcategories
from the data itself: the weight of tradition; daily overexertion; no time; and resignation after wear and
tear. We conclude with vindications both of the theoretical category used, and of the usefulness of
autoethnography in this type of empirical project. In any case, we also recommend new research that
allows us to compare and expand the results and conclusions obtained herein. | es |
dc.format | application/pdf | es |
dc.format.extent | 17 p. | es |
dc.language.iso | eng | es |
dc.publisher | MDPI | es |
dc.relation.ispartof | Education Sciences, 12 (7), 486. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Teacher uneasiness | es |
dc.subject | Teaching | es |
dc.subject | Social Sciences | es |
dc.subject | Workplace learning | es |
dc.subject | Narrative methodologies | es |
dc.subject | Research experience | es |
dc.title | Teacher uneasiness and workplace learning in social sciences: towards a critical inquiry from teachers' voices | es |
dc.type | info:eu-repo/semantics/article | es |
dcterms.identifier | https://ror.org/03yxnpp24 | |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica de las Ciencias Experimentales y Sociales | es |
dc.relation.publisherversion | http://doi.org/10.3390/educsci12070486 | es |
dc.identifier.doi | 10.3390/educsci12070486 | es |
idus.validador.nota | J.A Caro | es |
dc.journaltitle | Education Sciences | es |
dc.publication.volumen | 12 | es |
dc.publication.issue | 7 | es |
dc.publication.initialPage | 486 | es |